Gifted Students In poverty - Joyce Van Tassel-Baska
-
Upload
micheawinters -
Category
Documents
-
view
29 -
download
0
description
Transcript of Gifted Students In poverty - Joyce Van Tassel-Baska
Gifted Students in Poverty
Joyce VanTassel-Baska
College of William and Mary
� A higher percentage of US youth are living in poverty than any other developed nation.
� Almost half of US students identified as gifted live in households in the upper 25% of income levels
� Students of poverty perform significantly lower on state achievement tests than their nonpoverty counterparts
� High poverty schools may have less qualified teachers and fewer opportunities for students to access to high-powered curriculum
� Gifted students of poverty are at a greater risk for dropping out of gifted programs and out of school in general
� Teacher expectations are lower in high poverty schools� Hodgkinson, 2007
Poverty in the United States
Factors Contributing to Educational Factors Contributing to Educational
DisadvantagementDisadvantagement
�� Education of mothersEducation of mothers
�� Single parent homesSingle parent homes
�� English as a second languageEnglish as a second language
�� PovertyPoverty
�� Minority membershipMinority membership
----Pallas, Natriello & McDill, 1989Pallas, Natriello & McDill, 1989
Promising Students in PovertyPromising Students in Poverty
�� Less likely to continue up the Less likely to continue up the educational ladder, beginning with high educational ladder, beginning with high school graduationschool graduation
�� Less likely to finish college even if they Less likely to finish college even if they startstart
�� Less likely to take jobs commensurate Less likely to take jobs commensurate with ability rather than socializationwith ability rather than socialization
--The Achievement TrapThe Achievement Trap, (2007) Jack Kent Cook Foundation, (2007) Jack Kent Cook Foundation
Conceptions of Poverty� Individual
– Caused by laziness, poor choices, incompetence, lack of ability
� Cultural Beliefs– Culture of poverty adapts a subculture of belief systems and
values that prohibit success
� Political-Economic– System prevents those in poverty from obtaining success
� Upper class groups in power making decisions
– Barriers to education, high paying jobs, health care, safety
� Geographic– Regional differences that place certain groups at a
disadvantage
� Cumulative & Cyclic– Combination of political and geographic – all inter-related
� Bradshaw, 2006
Performance and Teacher Performance and Teacher
AttentionAttention�� While the nationWhile the nation’’s s
lowest performing lowest performing
students made rapid students made rapid
gains from 2000gains from 2000--
2007, the 2007, the
performance of top performance of top
students was languid.students was languid.
�� Teachers feel Teachers feel
pressure to favor lowpressure to favor low--
achieving students achieving students
over other types; low over other types; low
achieving students achieving students
receive dramatically receive dramatically
more attention than more attention than
advanced students advanced students
(8i% vs. 5%)(8i% vs. 5%)----Fordham Foundation, 2008Fordham Foundation, 2008
Valedictorian StudyValedictorian Study
�� Low income and minority students took Low income and minority students took
longer to finish degrees.longer to finish degrees.
�� More likely to go part time and live at More likely to go part time and live at
home.home.
�� Lower graduation rate from college and Lower graduation rate from college and
less likely to go on to advanced degrees.less likely to go on to advanced degrees.
--Arnold & Denny, 1990Arnold & Denny, 1990
Lack of Access to Intellectual, Lack of Access to Intellectual,
Social, and Cultural CapitalSocial, and Cultural Capital
�� Intellectual capitalIntellectual capital–– Programs and services that promote talent Programs and services that promote talent development external to public schoolsdevelopment external to public schools
�� Social capitalSocial capital
–– Resources based on group membership, Resources based on group membership, relationships, networks of influence and relationships, networks of influence and supportsupport
�� Cultural capitalCultural capital–– Forms of knowledge; skill; education (e.g., Forms of knowledge; skill; education (e.g., attitudes and knowledge that make school a attitudes and knowledge that make school a comfortable and familiar place)comfortable and familiar place)
Cultural Ecological TheoryCultural Ecological Theory
�� How does a group that is marginalized or How does a group that is marginalized or discriminated against in society respond in an discriminated against in society respond in an educational context?educational context?
�� Oppositional identity results in actions Oppositional identity results in actions incompatible with educational success (e.g., low incompatible with educational success (e.g., low effort, poor attendance) on the part of many effort, poor attendance) on the part of many though not all marginalized group members: though not all marginalized group members:
�� Lack of trust in schools and education.Lack of trust in schools and education.
�� Parents giving mixed messages about education.Parents giving mixed messages about education.
�� Belief that doing well in school is acting White.Belief that doing well in school is acting White.
�� Results in less engagement and effort.Results in less engagement and effort.
-- Worrell, 2006Worrell, 2006
Social Identity IssuesSocial Identity Issues
�� Voluntary vs. involuntary minorities Voluntary vs. involuntary minorities �� (Ogbu, 2004)(Ogbu, 2004)
�� Stereotype threat Stereotype threat �� (Steele, 1997)(Steele, 1997)
�� Fewness Fewness �� (Miller, 2005)(Miller, 2005)
�� StatusStatus--based rejection sensitivitybased rejection sensitivity�� (Pietrzak, 2004)(Pietrzak, 2004)
African cultural components in cognitive ability testing: African cultural components in cognitive ability testing:
Hypothesized effects of AfricanHypothesized effects of African--centered values and beliefscentered values and beliefs
Dimension General Description Influence on Test Responses
Communalism Valuing of one's group(s) more
than outsiders or other
individuals; social;
interdependent.
Performance may be
influenced when test taker is
anxious about the test scores
being reflective of his/her
cultural group and having
negative consequences for
them.
Expressiveness Unique personality is
expressed through one's
behavioral styles; creative, risk
taker; spontaneous.
Test taker may choose the
more imaginative response
alternative; may be impulsive in
choosing responses.
Orality (oral traditional) Knowledge may be gained and
transmitted orally and aurally;
a preference to talk and
explain verbally.
Test performance may differ
when the test taker is tested
orally and aurally; test taker
may be frustrated by paper-
pencil test.
Ford, 2008
StressorsStressors
�� Sense of BelongingSense of Belonging
�� Rejection SensitivityRejection Sensitivity
�� Fear of betraying Cultural HeritageFear of betraying Cultural Heritage
�� Conceptions of Ability IssuesConceptions of Ability Issues
–– Malleable vs. fixedMalleable vs. fixed
�� Stereotype ThreatStereotype Threat
Psychological Issues of Low Psychological Issues of Low
Income StudentsIncome Students
�� IdentityIdentity
��MarginalizationMarginalization
��Ability and effort balanceAbility and effort balance
Some General Characteristics of Students of
Poverty� Disorganized
� Don’t do homework
� Like to entertain
� Do only parts of an assignment
� Great storytellers
� Unique sense of humor
� Like discussion/hands-on
� Creative responses
� Laugh at inappropriate times/situations
� Struggle with reasoning (prefer verbal/physical assault)
� Dislike authority
� Talk back
� Will do work if they like you (relationships important)
� Lack procedural self-talk (get started or continue work)
� Appear rude
� Independent
� Need more “space” and opportunity for creativity
� Speak their mind freely
� Live in moment ( no goal setting)
--Payne, 2005
Characteristics of Successful Students From Seriously Disadvantaged Backgrounds
� Freedom from societal conditioning
� Physical removal
� Identity
� Supportive inspiring relationships
� Identification models (modeling)
� Risk-taking capacity
� Questioning orientation
� Reward for change
� Channeling of rage
� Alienation
� Opportunity
� New perception of self (visions of self)
� Awareness of alternative paths
� Existential crisis
– Glaser, E.M. & Ross, H.L. (1970)
Self Perception as a Filter Self Perception as a Filter
to Adult Achievementto Adult AchievementSelf Perception
Self Perception
Self Perception
Educational Attainment
Occupational Attainment
AdultCreative
Productivity
--- VanTassel-Baska, 2000
Class Differencesadapted from Payne, 2000
Category Poverty Middle Class Wealthy
Possessions People Things One-of-a-Kind Objects, Legacies, Pedigrees
Money To be used, spent To be managed To be conserved, invested
Personality Entertainment, sense of humor
Acquisition and stability; achievement highly valued
Connections: financial, political, social
Social Emphasis
Include people like them only
Self-governance and self-sufficiency
Social exclusion: “the club”
Food Do you have enough? Did you like it? Was is presented well?
Time Today; survival Future; long-term consequences
Traditions and history
Education Valued and revered as abstract (not reality)
Crucial for climbing the success ladder and making money
Necessary tradition for making and maintaining connections
Language Casual; survival and entertainment
Formal; negotiation Formal; networking
World View Local National International
What Can We DoWhat Can We Do�� Actively work on building sense of Actively work on building sense of community in program, beginning with community in program, beginning with recruitment and selection.recruitment and selection.
�� Build in academic and socialBuild in academic and social--emotional emotional supports.supports.
�� Stress mastery goals over performance Stress mastery goals over performance goals, and malleable over fixed goals, and malleable over fixed intelligence.intelligence.
�� Acknowledge publicly and normalize the Acknowledge publicly and normalize the ‘‘big fish little pond effect.big fish little pond effect.””
�� Routinely monitor program environment.Routinely monitor program environment.VanTassel-Baska, 2010
Non-Negotiables for Working with Students of Poverty
� Access– Quality Curriculum and Instruction
– Opportunities outside of the school day
– Quality Educators
– Equitable Identification Measures
� Relationships– With mentors
– External role models
– Guidance/career counselors
� Intrapersonal Skills– Resiliency, efficacy, esteem, motivation
Stambaugh, 2009
Misconceptions about Misconceptions about
Identifying Underrepresented Identifying Underrepresented
PopulationsPopulations�� We just need to look harder.We just need to look harder.
�� We need to use nonverbal measures and We need to use nonverbal measures and they will be found.they will be found.
�� Once we find them, then the program will Once we find them, then the program will take care of the rest.take care of the rest.
�� Race is a more critical consideration than Race is a more critical consideration than poverty.poverty.
�� Higher performance on state tests is the Higher performance on state tests is the goal for these groups.goal for these groups.
VanTassel-Baska, 2006
District-identified vs. Athena-identified as Gifted
IQ >=120
IQ >=130
Frequency Percent Frequency Percent
District
Identified
Gifted
94 37.2% 29 45.4%
Athena
Identified
Gifted
159 62.8% 35 54.6%
Total 253 100% 64 100%
Issues with Teacher Referrals for Students of Poverty
� Less effective
� Less accurate
� Untrained to identify these students for special programs
� Prejudice stereotypes about students’abilities
Parental Issues
� Lack of trust in the system
� Limited time– Multiple jobs
� Do not understand the educational system
� Do not know programs exists
� Cultural differences (language; differing ideas about education)
- Kitano & DiJiosia (2002)
Alternative Assessment Models Alternative Assessment Models
to Find Low Income Studentsto Find Low Income Students
�� PerformancePerformance--based assessmentbased assessment
�� NonNon--verbal testsverbal tests
�� Creative assessmentsCreative assessments
-- Naglieri & Ford, 2006; Bracken et al, 2007Naglieri & Ford, 2006; Bracken et al, 2007
-- Torrance, 1977; Cramond & Kim, 2007Torrance, 1977; Cramond & Kim, 2007
-- VanTasselVanTassel--Baska, 2007; VanTasselBaska, 2007; VanTassel--Basks, Feng & Basks, Feng & DeBrux, 2007DeBrux, 2007
-- Overlooked GemsOverlooked Gems, (2006) NAGC & Center for , (2006) NAGC & Center for Gifted EducationGifted Education
From VanTassel-Baska, 2010
Features of Performance Based Features of Performance Based
AssessmentAssessment�� Emphasis on thinking and problem solving, not Emphasis on thinking and problem solving, not prior learningprior learning
�� OffOff--level/advancedlevel/advanced
�� OpenOpen--endedended
�� Use of manipulativesUse of manipulatives
�� Emphasis on articulation of thinking processesEmphasis on articulation of thinking processes
From VanTassel-Baska, 2010
Sample Verbal ItemSample Verbal ItemYear Round School
Think of all of the positive and negative effects of the following situation, and record them in the chart below:
Situation: You have been told that your school will go on a year-round schedule next year.
Positive Effect Negative Effect
Choose one positive effect and explain your thinking about why it would be positive. ______________________________________________________
_____________________________________________________________
From VanTassel-Baska, 2010
Sample Nonverbal ItemSample Nonverbal ItemHalf SquaresHalf Squares
�� Use the squares below to show all of the ways you can think of tUse the squares below to show all of the ways you can think of to shade half of the o shade half of the
square. Draw more squares if you need them.square. Draw more squares if you need them.
4 3 2 1 0
4 or more points including 4 different methods.
At least 3 points including 3 different methods.
At least 2 points including 2 different methods.
Only one method of dividing is used (diagonal or horizontal/vertical).
No response.
Example methods: diagonal cut, vertical cut, alternating strips, alternating quarter blocks, triangles, etc. From VanTassel-Baska, 2010
Findings from South Carolina Findings from South Carolina
(six(six--year study)year study)
�� 1414--20% more low income/minority 20% more low income/minority children found through value added children found through value added performanceperformance--based assessment (PBA)based assessment (PBA)
�� Performance on state achievement test Performance on state achievement test comparable to more advantaged gifted comparable to more advantaged gifted groups after two years in a programgroups after two years in a program
�� Perceptions of self confidence and oral Perceptions of self confidence and oral and written communication skills resulted and written communication skills resulted from program membershipfrom program membership
�� Risk of social alienationRisk of social alienation
Teacher CommentsTeacher Comments�� ““They had a real raw curiosity, they tended They had a real raw curiosity, they tended not be quite as refined as the regular kids, not be quite as refined as the regular kids, more innocent, a less jaded curiosity, kind of more innocent, a less jaded curiosity, kind of deep curiosity to know. These are often the deep curiosity to know. These are often the kids who has some difficulty in language arts, kids who has some difficulty in language arts, but did extremely well in math or science or but did extremely well in math or science or any related topic.any related topic.””
�� ““Most of the Project STAR kids are from Most of the Project STAR kids are from lower SES background, have less help at lower SES background, have less help at home, have less advantages, have been home, have less advantages, have been exposed to less. However, given the exposed to less. However, given the opportunity, they are very interested in opportunity, they are very interested in learninglearning……they tended to have a deep level of they tended to have a deep level of thought, but in order to get to that, you have thought, but in order to get to that, you have to probe deeper and they have to be to probe deeper and they have to be comfortable with you.comfortable with you.””
Student QuotesStudent Quotes�� ““The program is a lot of fun. I enjoy the building, The program is a lot of fun. I enjoy the building, the researching, and the computer programsthe researching, and the computer programs…… I I learned to cooperate and have trust in other people, learned to cooperate and have trust in other people, even to understand myself. I came to my senseseven to understand myself. I came to my senses——all through the gifted project in 5all through the gifted project in 5thth grade. Before grade. Before that, I believed only in my parents, no one else.that, I believed only in my parents, no one else.””
�� ““Some teachers are boringSome teachers are boring——they just tell you they just tell you everything about the subject and then give you everything about the subject and then give you work to dowork to do…… but these gifted class teachers help but these gifted class teachers help you out with everything and learning is not boring you out with everything and learning is not boring but fun.but fun.””
�� ““I learned easily by seeing and hearing it, and I I learned easily by seeing and hearing it, and I remember it a lot easier than just reading it. I remember it a lot easier than just reading it. I learned a bit faster in math than other students.learned a bit faster in math than other students.””
Case Studies of Case Studies of
Underrepresented GroupsUnderrepresented Groups
�� Sampled low income students identified as Sampled low income students identified as gifted through alternative measures in gifted through alternative measures in Grade 3 to be studied in Grade 7Grade 3 to be studied in Grade 7
�� Interviewed the students, their parents, a Interviewed the students, their parents, a gifted class teacher, and their middle school gifted class teacher, and their middle school science teacherscience teacher
�� Probed their cognitive, social, and affective Probed their cognitive, social, and affective adjustment to the gifted labeladjustment to the gifted label
From VanTassel-Baska, 2010
Five Research Prototypes: Five Research Prototypes:
-- Low income African American studentsLow income African American students
-- Low income other minority (e.g., Low income other minority (e.g.,
Hispanic, Asian) studentsHispanic, Asian) students
-- Low income White studentsLow income White students
-- Twice exceptional studentsTwice exceptional students
-- High nonverbal and low verbal studentsHigh nonverbal and low verbal students
From VanTassel-Baska, 2010
Summary of findings Summary of findings Low Income African American Students (N=9)Low Income African American Students (N=9)
�� Enjoyed the program experienceEnjoyed the program experience
�� Became eager to learnBecame eager to learn
�� Participation itself helped selfParticipation itself helped self--esteem and esteem and confidenceconfidence
�� Diversified creative outletsDiversified creative outlets
�� Desire for peer relationships outside of Desire for peer relationships outside of their gifted classes; tendency to be their gifted classes; tendency to be perceived by teachers as lonersperceived by teachers as loners
�� Moral support from familyMoral support from family -- VanTassel-Baska, 2010
Summary of FindingsSummary of FindingsLow Income White Students (N=13)Low Income White Students (N=13)
�� Perceived the program positively, recognizing Perceived the program positively, recognizing the academic and affective impact of the the academic and affective impact of the program experienceprogram experience
�� Low SES did not affect their performance at Low SES did not affect their performance at schoolschool
�� Both parents and teachers perceived them as Both parents and teachers perceived them as creative and had diversified talent areascreative and had diversified talent areas
�� Half of the group was perceived to have learning Half of the group was perceived to have learning problems (e.g., lack of motivation, lack of time problems (e.g., lack of motivation, lack of time management and organizational skills)management and organizational skills)
�� A majority of families appeared to be involved in A majority of families appeared to be involved in their childrentheir children’’s educations education
--VanTassel-Baska, 2010
Summary of FindingsSummary of Findingsfor Twicefor Twice--Exceptional Students (N=5)Exceptional Students (N=5)
�� Higher likelihood to be exited from the program (3 out of 5)Higher likelihood to be exited from the program (3 out of 5)
�� Both students and parents commented positively on the Both students and parents commented positively on the impact of the gifted programimpact of the gifted program
�� Low motivation, hypersensitivity, lack of organization skills, Low motivation, hypersensitivity, lack of organization skills, and negative behaviors continued to plague these studentsand negative behaviors continued to plague these students
�� Lack of teacher accommodations for disabilities Lack of teacher accommodations for disabilities
-- VanTassel-Baska, 2010
CrossCross--Prototype ThemesPrototype Themes
�� StudentsStudents’’ strengthened selfstrengthened self--esteem, esteem,
confidence, and pride in being identified confidence, and pride in being identified
and participating in gifted programsand participating in gifted programs
�� StrongStrong--willed natureswilled natures
�� Clear preferences and strengths in Clear preferences and strengths in
targeted subject areas targeted subject areas
--VanTassel-Baska, 2010
Implications for the Identification Implications for the Identification
of Low Income and Minority of Low Income and Minority
StudentsStudents�� Use a mix of traditional and nonUse a mix of traditional and non--
traditional tests.traditional tests.
�� Use tests that assess both verbal and Use tests that assess both verbal and
nonnon--verbal abilities.verbal abilities.
�� Study the impact of your identification Study the impact of your identification
protocol on the inclusion of protocol on the inclusion of
underrepresented groups and their underrepresented groups and their
followfollow--up performance in the program.up performance in the program.
ResearchResearch--based Needs of based Needs of
Promising Learners in PovertyPromising Learners in Poverty
�� Personalized options (tutoring/mentoring)Personalized options (tutoring/mentoring)
�� Transition counselingTransition counseling
�� LongLong--term academic and career planningterm academic and career planning
�� Academic bridgesAcademic bridges
�� Instructional scaffoldsInstructional scaffolds
�� Cultural enrichment in the communityCultural enrichment in the community
Curriculum StrategiesCurriculum Strategies
�� Nonverbal curriculum (eg. science and Nonverbal curriculum (eg. science and
math experiments and projects, robotics)math experiments and projects, robotics)
�� HandsHands--on Activitieson Activities
�� Creation of ExperienceCreation of Experience
�� Multicultural materials and themesMulticultural materials and themes
�� Concept maps in targeted content areasConcept maps in targeted content areas
�� Use of multiple graphic organizers over Use of multiple graphic organizers over
timetime
�� ScaffoldingScaffolding
The Montillation of Traxoline
� It is very important that you learn about traxoline. Traxoline is a new form of zointer. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zointer lescelidge.– What is traxoline?
– Where is traxoline montilled?
– How is traxoline quaselled?
– Why is it important to know about traxoline?
Design Design
Science Science
ExperimentsExperiments•What questions do you have?
•What resources will you
need to answer them?•What tests need to be
done?•What do the results
mean?
Javits Project Clarion, Center for Gifted Education, College of William and Mary
SCIENTIFIC INVESTIGATION
AND REASONING
Make Observations
Ask Questions
Learn More
Design and Conduct the Experiment
Create Meaning
Tell Others What Was
Found SCIENTIFIC INVESTIGATION
AND REASONING
Wh
ee
l o
f S
cie
nti
fic
Inv
es
tig
ati
on
Experimental Report Form
Name of Experiment _________________
Your Name ________________________
1. What was your hypothesis (or prediction about what would happen)?
2. What materials did you use to test the hypothesis?
3. What methods did you use? (Outline steps)
4. What data has been collected? Where are your data recorded? (attach your data table)
5. What are your findings? (Did your hypothesis prove to be true or false?)
6. What new questions do you have?
Sample Problem-Background
� Every year the seventh grade students at Langston Hughes School go on an outdoor education camping trip. During the week-long trip, the students study nature and participate in recreational activities. Everyone pitches in to help with the cooking and cleanup. Arvind and Mariah are in charge of making orange juice for all the campers. They make the juice by mixing water and orange juice concentrate. To find the mix that tastes best, Arvind and Mariah decided to test some recipes on a few of their friends.
Criteria for Multicultural Literature Criteria for Multicultural Literature
Selection: Attention to Cultural Selection: Attention to Cultural
ConsiderationsConsiderations
�� General AccuracyGeneral Accuracy
�� Avoidance of StereotypesAvoidance of Stereotypes
�� LanguageLanguage
�� Attention to authorAttention to author’’s perspectives perspective
�� Currency of facts and interpretationCurrency of facts and interpretation
�� Concept of audienceConcept of audience
---- MillerMiller--Lachman Lachman (1992)(1992)
Multicultural Author Study: Multicultural Author Study:
Verna AardemaVerna Aardema
�� Read 3 books by the author:Read 3 books by the author:
–– What are similarities and differences among What are similarities and differences among
them?them?
–– What are ways you would describe her style?What are ways you would describe her style?
–– How do the illustrations help us understand How do the illustrations help us understand
the story better than just words?the story better than just words?
–– What aspects of tribal life in Africa are What aspects of tribal life in Africa are
portrayed in the stories?portrayed in the stories?
Emphasizing Multiple Perspectives: Emphasizing Multiple Perspectives:
Reasoning about a Situation or EventReasoning about a Situation or Event
What is the situation?
Who are the
stakeholders?
What is the point
of view for each
stakeholder?
What are the
assumptions of
each group?
What are the
implications of
these views?
Developing Written Arguments:Developing Written Arguments:
Hamburger Model for Persuasive WritingHamburger Model for Persuasive Writing
Reason
Introduction
(State an opinion.)
Conclusion
Reason Reason
Elaboration
Elaboration Elaboration Elaboration
ElaborationElaboration
The Problem
� Arvind and Mariah tested four juice mixes.
� Mix A: – 2 cups concentrate and 3 cups
water
� Mix B: – 1 cup concentrate and 4 cups
water
� Mix C: – 4 cups concentrate and 8 cups
water
� Mix D: – 3 cups concentrate and 5 cups
water
� Which recipe will make juice that is the most “orangey”?
� Which recipe will make juice that is least “orangey”?
� Assume that each camper will get ½ cup of juice. For each recipe, how much concentrate and how much water are needed to make juice for 240 campers?
� Explain your answers in pictures, numbers, or words. Test your hypothesis as needed.
� From Connected Mathematics
Delilah
She has blue eyes like the ocean.Her tongue like a rose.Her nose like a heart.
Her tail like a fan.Her black coat like the night sky.
By Casey CarrollGrades 4-5
Honorable MentionCenter for Gifted Education Talent Search
DelilahDelilahDelilahDelilah
C
1
C
3
C
2
Theme/ConceptTheme/ConceptTheme/ConceptTheme/Concept
� Write a poem like Delilah to describe your pet or an animal you know. (Use the poem as your model.)
Evidence/InferenceEvidence/InferenceEvidence/InferenceEvidence/Inference
� What evidence is important in deciding on Delilah’s identity? � What or who is Delilah in the poem, based on the evidence?
CharacterizationCharacterizationCharacterizationCharacterization
� What words does the poet use to show Delilah as a lovable creature?
Continuing to ignore the Continuing to ignore the
differences between students differences between students
from poverty and middlefrom poverty and middle--class class
backgrounds, while recognizing backgrounds, while recognizing
only the talents and abilities of only the talents and abilities of
the latter, can only help to the latter, can only help to
perpetuate a societyperpetuate a society
separated into the haves and separated into the haves and
havehave--nots. nots.
Slocumb & Payne, 2000Slocumb & Payne, 2000
What do We Know?Value-Added Interventions
� Relationships/Mentoring
�Guidance and Career Counseling
�Use of Leisure Time– Saturday and Summer Activities
�Access to Advanced Curriculum and Educational Opportunities
Pre-Collegiate Accelerated and Enrichment Programs
Matter
� After school, extra-curricular, Saturday, and summer enrichment programs, especially in math and science, are found to positively impact college application, attendance rates, and entrance into advanced courses as well as overall academic achievement.
� (e.g., AVID, KIPP, CTD, JKC Young Scholars)
Mentoring Matters
�Ongoing mentoring by counselors, teachers, and researchers to provide support for low income students AND THEIR FAMILIES positively impacts academic success, social skills, and student efficacy.
Career Counseling Matters
�Proactive, targeted career and guidance counseling for low-income promising students AND THEIR FAMILIES positively impacts student selection of rigorous high school courses and post-secondary enrollment at selective universities.
Working With Families of Working With Families of
Students in PovertyStudents in Poverty
�� Planning for college in middle schoolPlanning for college in middle school
�� Scholarship assistance for special program Scholarship assistance for special program opportunitiesopportunities
�� Meeting on common ground (churches, Meeting on common ground (churches, bookstores, community centers)bookstores, community centers)
�� Assistance with basics (childAssistance with basics (child--care, care, transportation, food)transportation, food)
�� Reaching out to grandparentsReaching out to grandparents
�� Fighting stereotypesFighting stereotypes--VanTassel-Baska, 2010
Implications for TeachersImplications for Teachers
�� Move to diversify the gifted program to Move to diversify the gifted program to focus 50% of time on nonverbal subjects focus 50% of time on nonverbal subjects (eg. math and science)(eg. math and science)
�� Use identification profile to plan more Use identification profile to plan more individualized approaches to instructionindividualized approaches to instruction
�� Provide strong affective support for Provide strong affective support for accomplishmentaccomplishment
�� Work on metacognitive skills of goalWork on metacognitive skills of goal--setting and reflection setting and reflection
---VanTassel-Baska, 2010
School District IssuesSchool District Issues
�� Professional development about the role Professional development about the role of poverty and race in educational of poverty and race in educational disadvantagementdisadvantagement
�� Changing identification policiesChanging identification policies
�� Providing opportunities for talent Providing opportunities for talent development at schools with low scoresdevelopment at schools with low scores
�� Long term commitmentLong term commitment
�� Changing the learning environment Changing the learning environment (teacher pedagogy)(teacher pedagogy)
-- VanTassel-Baska, 2010
Where do we Go?Questions for Future Research
� What types of interventions are most effective with different types of students, under which circumstances, and in what doses? – Systemic approaches
� Which internal and external factors positively or negatively impact promising students of poverty (e.g., school culture, resiliency, self-esteem, efficacy, personality, family, reform efforts)?
� What do effective teachers do that is distinctive for low-income promising students?
� Which support systems are necessary for continued growth during transition years?
� What is the cost of inaction?� Overlooked Gems, 2007
�“If the misery of the poor be caused not by the laws of nature, but by our institutions, great is our sin.”
--Darwin